Why Race and Culture Matter in Schools : Closing the Achievement Gap in America's Classrooms,9780807750711

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Why Race and Culture Matter in Schools : Closing the Achievement Gap in America's Classrooms

by Howard, Tyrone C.

ISBN13:

9780807750711

ISBN10:

0807750719

Format:

Paperback

Pub. Date:

4/18/2010

Publisher(s):

Teachers College Pr

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Summary

While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on the work of three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes. Important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children, this accessible book outlines the changing racial, ethnic, and cultural demographics in U.S. schools and calls for educators to pay serious attention to how race and culture play out in school settings

Author Biography

Tyrone C. Howard is Associate Professor of Education in the Division of Urban Schooling, and Director of Center X in the Graduate School of Education Information Studies at UCLA.

Series Foreword	p. ix
Foreword	p. xvii
Acknowledgments	p. xxiii
Introduction	p. 1
Socioeconomic Status and School Performance	p. 2
Outline of the Book	p. 4
Moving Away from the Black-White Dichotomy	p. 6
Achievement Gap: Contextualizing the Problem	p. 9
Documenting the Achievement Gap	p. 12
Documenting the Discrepancies	p. 13
Retention, Suspensions, and Expulsions	p. 20
School Drop-Out and Graduation Rates	p. 22
Access to Gifted and AP Courses	p. 25
SAT Scores	p. 25
Explaining the Gaps	p. 26
Future Considerations	p. 32
Changing Demographics	p. 35
A Changing Nation	p. 36
Demographic Shifts by Geographic Region and Age	p. 38
U.S. Schools and Changing Demographics	p. 39
Are Teachers Being Prepared to Teach in Diverse Settings?	p. 41
Multicultural Education for School Reform	p. 43
The Role of Social Class	p. 46
Culture	p. 51
Culture, Race, and Ethnicity	p. 52
The Complexity of Culture	p. 54
Sociocultural Theory	p. 56
Cultural Modeling	p. 58
Cultural Repertoires of Practice	p. 60
Normalizing Culture in Everyday Practice	p. 64
Culturally Responsive Pedagogy	p. 67
Seeking Clarity in Culture and Pedagogy	p. 69
Empirical and Conceptual Work on Culturally Responsive Pedagogy	p. 71
The Importance of Pedagogy	p. 75
Programs with Culturally Responsive Teaching	p. 77
The Role of Race in Learning	p. 91
Interrogating Race	p. 92
Race and Education in the United States	p. 95
Critical Race Theory: A Framework for Examining Race and Achievement	p. 98
Empirical Works Examining Race	p. 100
Granting Voice to Those Who Rarely Are Heard	p. 103
Internalized Racism: Educators of Color and Acts of Exclusion	p. 106
Racial Frames of Reference	p. 107
Developing Cultural Competence and Racial Awareness in Classroom Teachers	p. 111
Cultural Competence	p. 112
Critical Self-Reflection on Race and Culture	p. 114
Race, Culture, and the Adaptive Unconsciousness	p. 116
Racial Awareness	p. 121
A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race	p. 122
Final Considerations	p. 128
Examples of School Success for Culturally Diverse Students	p. 129
Stories of School Success	p. 131
Visionary Leadership	p. 134
Effective Instructional Practices	p. 137
Intensive Academic Intervention	p. 140
Explicit Acknowledgment of Race	p. 143
Parental and Community Engagement	p. 145
Final Thoughts	p. 148
References	p. 151
Index	p. 174
About the Author	p. 182
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